RTI & THE CONNECTION TO PLC’SEssentials for AdministratorsSept. 27, 2012
Presentation OutcomesAs a result of today’s presentation
administrators will: review their current understanding of RTI
& PLC’s gain a deeper understanding RTI & the
connection of the work of a PLC review the direction for RTI and PLC’s
within GSSD
What we Learned from Chris Weber Regarding PLC & RtI - August 2011
RtI has everything in common with PLCs RtI is a verb consisting of various, more
individualized levels of intervention for struggling students
RtI cannot be a mandate – it will look different in each school
RtI can work with our current level of resources RtI & PLC’s ≠ lots of paperwork Small group instruction must be a part of every
classroom
What we Learned From Rick DuFour at the PLC Institute – Sept. 2011
PLCs focus on improving individual and collective results
The critical question in a PLC is not, “Do we collaborate?” but rather, “what do we collaborate about?”
What is it we expect students to learn? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they already know
it?
Continued Refocus on RtI
We know that RtI is an instructional framework:
which utilizes high-quality interventions matched to student needs
coupled with formative evaluation to obtain data over time to make critical educational decisions
Effective problem solving and data-based decision making are the essence of good RtI practice!
We know that this framework provides for: Strong curriculum and instruction for all
students Targeted/secondary interventions
for students who continue to exhibit learning and behaviour problems
Intensive/individual interventions for students with the most significant needs
Shores, 2009
Continued Refocus on RtI
80-90% 80-90%
Tertiary Interventions•Individual Students•Assessment-based•High Intensity
Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
1-5% 1-5%
5-10% 5-10%
Academic Systems Behavioural Systems
School-Wide Systems for Student Success
A Response to Intervention Model
Tier One – Universal Interventions
Tier One consists of universal strategies: A high-quality research-based core
curriculum Evidence-based teaching strategies School-wide screening to identify
students’ current level of performance and students at risk for difficulty
Tier One – Universal Interventions
Sample Tier One supports: differentiated learning activities to address individual needs
based on readiness adaptations to ensure that all students have access to the
instructional program (environment, pacing, output, etc…) problem solving to identify interventions and to address
behaviour issues that prevent students from demonstrating the academic skills they possess
universal screeners interest inventories/learning style inventories flexible groupings/small group instruction environmental supports and routines
Effective Tier Two and Three interventions cannot be built without a strong Tier One
Tier Two – Secondary Interventions
Tier Two involves: a systems approach to coordinate the
key actions of the school to ensure student success
adaptations to the environment, learning materials, teaching strategies, timing, reinforcement, etc…
assessments that are developed for students who do not respond sufficiently to Tier One strategies - students’ progress is measured frequently
Tier Two - Secondary Interventions
There are three necessary components of the Tier Two system:
1) a data management system, 2) the appropriate interventions based
on what is shown by the data, and 3) a team charged with the oversight
and management of the system.
Tier Two - Secondary Interventions
Sample Tier Two &/or secondary interventions for the failed intentional non-learners: Mandatory study hall Mandatory homework help Frequent progress reports Study skills classes Goal-setting and career planning supports Mandatory extra curricular involvement PSP consultation
Tier Two - Secondary Interventions
Sample Tier Two &/or secondary intervention in reading:Definition
Instructional intervention employed to supplement, enhance, and support Tier One: takes place in small groups
Focus Students identified with reading difficulties who have not
responded to Tier OneProgram Specialized, scientifically based reading instruction and
curriculum emphasizing the critical elementsInstruction Additional attention, focus, support, additional opportunities
to practice embedded throughout the day, pre-teach, review skills, frequent opportunities to practice
Tier Two Secondary Interventions
Interventionist Personnel determined by the school (i.e. classroom teacher,
specialized reading teacher, other trained personnel)Setting Appropriate setting designated by the schoolGroupings Homogeneous small-group instruction (with teacher-student
ration 1:4 or 1:5)Time 20-30 minutes per day in addition to Tier OneAssessment Progress monitoring twice a month on target skill to ensure
adequate progress and learning
Tier Three – Tertiary Interventions
Tier Three addresses: The needs of students who continue to
display an inadequate response to instruction despite the use of high-quality, evidence-based Tier Two strategies;
Instruction and interventions are further individualized and students may be referred for further evaluation by the Inter-disciplinary team (i.e. PSP).
Tier Three – Tertiary Interventions
Most intensive interventions – begins with a more intensive version of the intervention program used in Tier Two (longer sessions, individualized, more frequent)
Tier Three – Tertiary Interventions
Sample Tier Three interventions for the failed intentional non-learners: PSP consultation/direct therapy IIP development Outside agency support and
involvement Alternate, functionally integrated
programs
Tier Three – Tertiary Interventions
Sample Tier Three intervention in reading:Definition
Reading intervention extending beyond the time allocated for previous tiers
Focus Students with marked difficulties in reading or reading
disabilities who have not adequately responded to tier 1 & tier 2 efforts
Program Sustained, intensive, scientifically based reading instruction
and curriculum highly responsive to the students’ needsInstruction Carefully designed and implemented, explicit, systematic
instruction
Tier Three – Tertiary Interventions
Interventionist Personnel determined by the school (i.e. the reading
specialist teacher or SST)Setting Appropriate setting designated by the schoolGrouping Homogeneous small group instruction (with teacher-student
ratios of 1:1 or 1:2)Time 50-minute sessions (or longer) per day depending upon
appropriateness of tier 1Assessment Progress monitoring more than twice a month on target skill
to ensure adequate progress learning
RtI Assumptions: A problem-solving model should be
used to make decisions; Evidence-based interventions should
be implemented to the furthest extent possible;
Progress monitoring must be implemented to inform instruction; and
Data should drive decision making.
Administrators are key: In creating the climate of the school and the
quality of programming that the school provides for all students;
In the engagement of all students and in meeting the learning needs of all students; and
In influencing the success or failure of the implementation of RtI in their schools.
Administrators are the “Leaders of the Teams”